General Information
Name: Sally A. Rodriguez
District/School or Organization: Yuma Union High School District # 70
Subject Area/Topic:
Science Grade Level(s): K-12
Part 1 – List the appropriate standards (State or National Standards for Content, Technology or 21st Century Skills) and one ore more Thinkfinity learning object(s) aligned to the standards.
State or National Standards Name of learning object(s) / URL(s)
*
Strand 2: Data Analysis, Probability, and Discrete Mathematics: Concept 1: Data Analysis (Statistics) Understand and apply data collection, organization and representation to analyze and sort data.: PO 1. Formulate questions to collect data in contextual situations.
Grade(s): 1
*
Strand 3: Patterns, Algebra, and Functions: Concept 1: Patterns Identify patterns and apply pattern recognition to reason mathematically.: PO 2. Extend simple repetitive patterns using manipulatives.
Grade(s): K
Students will:
gather data about plastic container recycling
graph the data and interpret graphs
develop a recycling plan
Part 2 – Determine instructional elements - Integration
A. Which type of Thinkfinity learning object is this? B. Where will I use this learning object in the instructional cycle? C. Which instructional strategies will I employ?
Learning Object for Teacher Use
1 Online (requires a computer)
1 Offline (no computer required)
Learning Object for Student Use
1 Online (requires a computer)
1 Offline (no computer required)
1 Opening Motivational Activity
0 Central Focus of Lesson Plan
0 Research Tool for Students
0 Closure Activity
0 Assessment Tool
0 Remediation Tool
0 Enrichment Tool
1 Direct instruction
0 Indirect instruction
1 Experiential learning
1 Independent study
1 Interactive instruction
0 Other
Notes: This project will occur inside and outside the classroom. http://illuminations.nctm.org/LessonDetail.aspx?ID=U84 for main source page
Notes:
Part 3 – Plan for student success - Implementation
A. How will I configure my classroom for the learning activity?
Classroom Configuration:
0 Computers not needed - printable resource
1 Whole group instruction, using a projector and / or interactive white board
0 Whole group activity, with small groups using mobile laptops simultaneously
0 Small group, using classroom computers or mobile laptops as rotating stations
0 One to one, using classroom computers or mobile laptops as rotating stations
0 One to one, in a computer lab setting
0 One to one, with individual student laptops
0 Other
Notes:
Teacher’s classroom is a computer lab so students will have daily access to computers as need. This will allow daily documentation of collected data
B. How will I manage implementation?
Classroom Management:
1 General computer rules / procedures
1 Specific directions for activity
1 Helping Hands
0 Other
Notes: Student’s will be required to electronic portfolio on data. This will be checked at random on a daily bases.
C. What additional considerations will support successful implementation?
0 Software
0 Hardware
1 Supplemental Materials
1 Other
Notes: Parents will be notified of project and asked to follow up with discussion at home.
Part 4 – Develop the student learning activity
A. Describe the learning activity. What will students be asked to do with the Thinkfinity learning object(s)?
Student will be identifying the types of trash that is accumulated on a daily bases. The project will include daily documentation of findings.
B. Describe how the learning activity will address students’ individual needs – Differentiation
Students needing assistance will be allowed to work with team member. A hand out of what needs to be documented will be available upon request.
C. Effectiveness – What indicators can you expect to see / hear from students, which will inform you about the effectiveness of the learning activity?
Students should start to comment about the amount of trash that they see on campus. They might also start to comment to family and friends about what is wasted each day by not recycling.
Part 5 – Do a complete trial run of the learning activity you described in step 3D.
Reflect on the learning activity.
Considerations: Time allowed to actually start recycling on campus. Students may not have understanding of graph building and interpret and I may need to take time to teach this as well. Because we are working with trash, students may have an issue touching the trash of others.
Part 6 – Consider the bigger picture
Describe how this learning activity fits within a lesson or unit plan, to meet objectives that will be assessed.
NOTE: Information about additional learning activities or materials that will be used to complement this learning activity may be included.
Students are currently learning about Earth Day and the “Go Green” projects all over the community and nation. This will allow them to be a part of the whole go green project. My goal is that they will eventually make recycling a habit.
Thinkfinity Integration Plan
General Information
Name: Sally A. Rodriguez
District/School or Organization: Yuma Union High School District # 70
Subject Area/Topic:
Science Grade Level(s): K-12
Part 1 – List the appropriate standards (State or National Standards for Content, Technology or 21st Century Skills) and one ore more Thinkfinity learning object(s) aligned to the standards.
State or National Standards Name of learning object(s) / URL(s)
*
Strand 2: Data Analysis, Probability, and Discrete Mathematics: Concept 1: Data Analysis (Statistics) Understand and apply data collection, organization and representation to analyze and sort data.: PO 1. Formulate questions to collect data in contextual situations.
Grade(s): 1
*
Strand 3: Patterns, Algebra, and Functions: Concept 1: Patterns Identify patterns and apply pattern recognition to reason mathematically.: PO 2. Extend simple repetitive patterns using manipulatives.
Grade(s): K
Students will:
Part 2 – Determine instructional elements - Integration
A. Which type of Thinkfinity learning object is this? B. Where will I use this learning object in the instructional cycle? C. Which instructional strategies will I employ?
Learning Object for Teacher Use
1 Online (requires a computer)
1 Offline (no computer required)
Learning Object for Student Use
1 Online (requires a computer)
1 Offline (no computer required)
1 Opening Motivational Activity
0 Central Focus of Lesson Plan
0 Research Tool for Students
0 Closure Activity
0 Assessment Tool
0 Remediation Tool
0 Enrichment Tool
1 Direct instruction
0 Indirect instruction
1 Experiential learning
1 Independent study
1 Interactive instruction
0 Other
Notes: This project will occur inside and outside the classroom. http://illuminations.nctm.org/LessonDetail.aspx?ID=U84 for main source page
Notes:
Part 3 – Plan for student success - Implementation
A. How will I configure my classroom for the learning activity?
Classroom Configuration:
0 Computers not needed - printable resource
1 Whole group instruction, using a projector and / or interactive white board
0 Whole group activity, with small groups using mobile laptops simultaneously
0 Small group, using classroom computers or mobile laptops as rotating stations
0 One to one, using classroom computers or mobile laptops as rotating stations
0 One to one, in a computer lab setting
0 One to one, with individual student laptops
0 Other
Notes:
Teacher’s classroom is a computer lab so students will have daily access to computers as need. This will allow daily documentation of collected data
B. How will I manage implementation?
Classroom Management:
1 General computer rules / procedures
1 Specific directions for activity
1 Helping Hands
0 Other
Notes: Student’s will be required to electronic portfolio on data. This will be checked at random on a daily bases.
C. What additional considerations will support successful implementation?
0 Software
0 Hardware
1 Supplemental Materials
1 Other
Notes: Parents will be notified of project and asked to follow up with discussion at home.
Part 4 – Develop the student learning activity
A. Describe the learning activity. What will students be asked to do with the Thinkfinity learning object(s)?
Student will be identifying the types of trash that is accumulated on a daily bases. The project will include daily documentation of findings.
B. Describe how the learning activity will address students’ individual needs – Differentiation
Students needing assistance will be allowed to work with team member. A hand out of what needs to be documented will be available upon request.
C. Effectiveness – What indicators can you expect to see / hear from students, which will inform you about the effectiveness of the learning activity?
Students should start to comment about the amount of trash that they see on campus. They might also start to comment to family and friends about what is wasted each day by not recycling.
Part 5 – Do a complete trial run of the learning activity you described in step 3D.
Reflect on the learning activity.
Considerations: Time allowed to actually start recycling on campus. Students may not have understanding of graph building and interpret and I may need to take time to teach this as well. Because we are working with trash, students may have an issue touching the trash of others.
Part 6 – Consider the bigger picture
Describe how this learning activity fits within a lesson or unit plan, to meet objectives that will be assessed.
NOTE: Information about additional learning activities or materials that will be used to complement this learning activity may be included.
Students are currently learning about Earth Day and the “Go Green” projects all over the community and nation. This will allow them to be a part of the whole go green project. My goal is that they will eventually make recycling a habit.